Abstract
Digital transformation in education has changed learners learning experiences while also presenting challenges to student well-being, such as declining motivation, engagement, and comfort, along with the emergence of learning fatigue. In this context, The Deep Learning approach emphasizes mindful, meaningful, and joyful learning. . This study aims to analyze the role of deep learning in supporting student well-being within digital education environments. The research employs a Systematic Literature Review (SLR) method following the PRISMA 2020 guidelines, through the stages of identification, screening, eligibility assessment, extraction, and synthesis of relevant literature. The findings show that mindful learning plays a role in enhancing learners' awareness, focus, reflection, and self-regulation; meaningful learning supports relevance, motivation, engagement, and understanding by connecting learning to real-life experiences; while joyful learning creates a fun, active, safe learning atmosphere that provides positive experiences. The integration of these three approaches demonstrates a complementary relationship in supporting the emotional, psychological, social, and academic dimensions of student well-being. Digital environments can serve as spaces that support the implementation of these three approaches through the use of interactive media, diverse learning resources, collaborative activities, and learning flexibility, with teachers continuing to play an important role in designing learning experiences that meet students' needs. Thus, deep learning through the mindful, meaningful, and joyful learning approaches can serve as a foundation for creating a more humanistic, relevant, enjoyable digital education oriented toward learners holistic well-being.